Möjligheter och begränsningar vid samverkan om undervisningsnära skolutveckling och forskning i yrkesutbildning: [Possibilities and limitations in collaboration on teaching-related school development and practice-based research in vocational education]

Susanne Gustavsson

doi:10.3384/njvet.2242-458X.24143160

Authors

Susanne Gustavsson University of Gothenburg, Sweden https://orcid.org/0000-0003-2203-7472

DOI:

https://doi.org/10.3384/njvet.2242-458X.24143160

Keywords:

vocational education, collaboration, school-development, practice-based research

Abstract

School development and practice-based research is now established as a type of collaboration to strengthen the scientific base of education, and to ensure that research addresses the needs of education. The example of collaboration in this study consists of teacher leaders in the role of leading teacher groups, and researchers. The purpose of the study is to identify opportunities and limitations in connection with teachers’ and researchers’ own initiatives for collaboration in teaching-related improvement work and practice-related studies in vocational education. The context is vocational education in upper secondary school. The study is practice-based, where data consists of researchers’ field notes, observations, as well as data from teacher leaders’ maps and analyses. The analytical tool is the theory of practice architectures. The results describe a culture and collaboration that promote school development, where teacher leaders and researchers are active in their respective roles and assignments. The result also makes visible limitations regarding the possibility of practical research despite a common interest. Practice-based research poses for example a greater challenge as it requires long-term commitment and temporal conditions. The discussion raises the questions of what type of collaboration is needed to meet the scientific basis of education, and to ensure that practice-based research addresses teachers’ questions and the needs of vocational education.

References

Areljung, S., Leden, L. & Wiblom, J. (2021). Expanding the notion of ‘ownership’ in participatory research involving teachers and researchers. International Journal of Research & Method in Education, 44(5), 463–473. https://doi.org/10.1080/1743727X.2021.1892060

Alvunger, D. & Trulsson, Å. (2016) Följeforskning kring karriärlärarreformen i Kalmar, Nässjö, Vetlanda och Ängelholm: Samverkan för skolförbättringsarbete mellan skola och universitet. Linnéuniversitetet. https://lnu.diva-portal.org/smash/record.jsf?pid=diva2%3A1077715&dswid=485

Berglund, I., Gustavsson, S. & Andersson, I. (2020). Vocational teacher students’ critical reflections in site-based education. International Journal of Training Research, 18(1), 22–36. https://doi.org/10.1080/14480220.2020.1747784

Bergmark, U., Dahlbäck, A. C., Hagström, A. K. & Viklund, S. (2023). Leading with care: Four mentor metaphors in collaboration between teachers and researchers in action research (Translated from the Swedish and revised by the authors). Educational Action Research, 32(3), 475–492. https://doi.org/10.1080/09650792.2023.2229870

Bevins, S. & Price, G. (2014). Collaboration between academics and teachers: A complex relationship. Educational Action Research, 22(2), 270–284. https://doi.org/10.1080/09650792.2013.869181

Blossing, U. (2013). Förändringsagenter för skolutveckling: Roller och implemen-teringsprocess. Pedagogisk Forskning i Sverige, 18(3–4), 153–174. https://open.lnu.se/index.php/PFS/article/view/1365/1209

Brodie, K. (2021). Teacher agency in professional learning communities. Professional Development in Education, 47(4), 560–573. https://doi.org/10.1080/19415257.2019.1689523

Bruce, C. D., Flynn, T. & Stagg-Peterson, S. (2011). Examining what we mean by collaboration in collaborative action research: A cross-case analysis. Educational Action Research, 19(4), 433–452. https://doi.org/10.1080/09650792.2011.625667

Bungum, B. & Sanne, A. (2021). Conditions for the active involvement of teachers in a design-based research project. Designs for Learning, 13(1), 44–54. https://doi.org/10.16993/dfl.169

Cheng, M. M. & So, W. W. (2012). Analysing teacher professional development through professional dialogue: An investigation into a university–school partnership project on enquiry learning. Journal of Education for Teaching, 38(3), 323–341. https://doi.org/10.1080/02607476.2012.668331

Day, C. & Smethem, L. (2010). Partnerships between schools and higher education. I P. P. B. McGaw (Red.), International encyclopedia of education (s. 757–763). Elsevier.

Edwards-Groves, C. & Rönnerman, K. (2012). Generating leading practices through professional learning. Professional Development in Education, 39(1), 122–140. https://doi.org/10.1080/19415257.2012.724439

Frey, L. & Olin, A. (2019). Läraragens i lärarlagsdiskussioner om Skolverkets allmänna råd. Forskning & Forandring, 2(2), 64–83. https://doi.org/10.23865/fof.v2.1532

Frost, D. & Harris, A. (2003). Teacher leadership: Towards a research agenda. Cambridge Journal of Education, 33(3), 479–498. https://doi.org/10.1080/0305764032000122078

Grootenboer, P., Edwards-Groves, C. & Rönnerman, K. (2015). Leading practice development: Voices from the middle. Professional Development in Education, 41(3), 508–526. https://doi.org/10.1080/19415257.2014.924985

Gustavsson, S. & Löfving, C. (2020). Att identifiera och hantera spänningsfält som handledare i förbättringsarbete. I A. Olin & Å. Hirsh (Red.), Samverkan genom uppdrag: Lärdomar för universitetet och samverkande partners i utbildnings- och forskningsuppdrag (s. 32–54). http://hdl.handle.net/2077/63225

Gustavsson, S. & Berglund, M. (2022). Reflekterande handledning: En plattform för studenters och lärares gemensamma lärande. Utbildning & Lärande, 16(2), 71–88. https://doi.org/10.58714/ul.v16i2.11323

Eriksson, I. (2018). Lärares medverkan i praktiknära forskning: Förutsättningar och hinder. Utbildning & lärande, 12(1), 27–40. https://www.diva-portal.org/smash/record.jsf?pid=diva2%3A1271704&dswid=-6042

Fataar, A. & Feldman, J. (2016). Dialogical habitus engagement: The twists and turns of teachers’ pedagogical learning within a professional learning community. Perspectives in Education, 34(3), 98–110. https://doi.org/10.18820/2519593X/pie.v34i3.8

Hamza, K., Piqueras, J., Wickman, P. & Angelin, M. (2017a). Who owns the content and who runs the risk? Dynamics of teacher change in teacher–researcher collaboration. Research in Science Education , 48, 963–987. https://doi.org/10.1007/s11165-016-9594-y

Hamza, K., Palm, O., Palmqvist, J., Piqueras, J. & Wickman, P. (2017b). Hybridization of practices in teacher–researcher collaboration. European Educational Research Journal, 17(1), 170–186. https://doi.org/10.1177/1474904117693850

Hirsh, Å. & Segolsson, M. (2019). Enabling teacher-driven school-development and collaborative learning: An activity theory-based study of leadership as an overarching practice. Educational Management Administration & Leadership, 47(3), 400–420. https://doi.org/10.1177/1741143217739363

Hopkins, D., Stringfield, S., Harris, A., Stoll, L. & Mackay, T. (2014) School and system improvement: A narrative state-of-the-art review. School Effectiveness and School Improvement, 25(2), 257–281. https://doi.org/10.1080/09243453.2014.885452

Jahnke, A. & Hirsh, Å. (2020). Varför förbättras inte elevresultaten trots alla insatser? En fördjupad nulägesanalys av en gymnasieskola (Ifous rapportserie 2020:1). Ifous. https://ifous.se/ifous-fokuserar-varfor-forbattras-inte-elevresultaten-trots-alla-insatser/

Jarl, M., Blossing, U. & Andersson, K. (2017). Att organisera för skolframgång: Strategier för en likvärdig skola. Natur & Kultur.

Jarl, M., Taube, M. & Björklund, C. (2024). Exploring roles in teacher–researcher collaboration: Examples from a Swedish research–practice partnership in education. Education Inquiry, 1–19. https://doi.org/10.1080/20004508.2024.2324518

Kemmis, S. & Grootenboer, P. (2008). Situating praxis in practice: Practice architectures and the cultural, social and material conditions for practice. I S. Kemmis & T. Smith (Red.), Enabling praxis: Challenges for education (s. 37–62). Sense Publishers.

Kemmis, R. B. & Green, A. (2013). Vocational education and training teachers’ conceptions of their pedagogy. International Journal of Training Research, 11(2), 101-121. https://www.proquest.com/scholarly-journals/vocational-education-training-teachers/docview/1470883525/se-2

Langelotz, L. (2013). Vad gör en skicklig lärare? En studie om kollegial handledning som utvecklingspraktik (Gothenburg Studies in Educational Sciences 348) [Doktorsavhandling, Göteborgs universitet].

Levinsson, M. (2011). Utvecklingsledare på vetenskaplig grund. Pedagogisk forskning i Sverige, 16(4), 241–263.

Liljenberg, M. (2015). Distributed leadership in local school organisions: Working for school improvement? (Göteborg Studies in Sociology 58) [Doktorsavhandling, Göteborgs universitet].

Lund., T. (2008). Action research through dialogue conferences. I K. Rönnerman, E. M. Furu & P. Salo (Red.), Nurturing praxis: Action research in partnerships between school and university in Nordic light (s. 175–192). Sense Publishers.

Muijs, D. & Harris, A. (2003). Teacher leadership: Improvement through empowerment? An overview of the literature. Educational Management & Administration, 31(4), 437–448. https://doi.org/10.1177/0263211X030314007

Olin, A. & Ingerman, Å. (2016). Features of an emerging practice and professional development in a science teacher team collaboration with a researcher team. Journal of Science Teacher Education, 27(6), 607–624. https://doi.org/10.1007/s10972-016-9477-0

Olin, A. (2019). Samarbete i praktiknära forskning. I I. Henning Loeb, L. Langelotz & K. Rönnerman (Red.), Att utveckla utbildningspraktiker: Analys, förståelse och förändring genom teorin om praktikarkitekturer (s. 137–160). Studentlitteratur.

Olin, A., Almqvist, J. & Hamza, K. (2021). To recognize oneself and others in teacher-researcher collaboration. Educational Action Research, 31(2), 248–264. https://doi.org/10.1080/09650792.2021.1897949

Opfer, V. D. & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376–407. https://www.jstor.org/stable/23014297.

Priestley, M., Biesta, G. & Robinson, S. (2015). Teacher agency: An ecological approach. Bloomsbury.

Rönnerman, K. (2018). Vikten av teori i praktiknära forskning: Exemplet aktionsforskning och teorin om praktikarkitekturer. Utbildning & lärande, 12(1), 41–54.

Rönnerman, K. (2022). Aktionsforskning: Vad? Hur? Varför? Studentlitteratur.

SFS 2010:800. Skollag. https://www.riksdagen.se/sv/dokument-lagar/dokument/svensk-forfattningssamling/skollag-2010800_sfs-2010-800

SFS 2021:1335. Förordning om utbildning till lärare och förskollärare. https://www.riksdagen.se/sv/dokument-och-lagar/dokument/svensk-forfattningssamling/forordning-20211335-om-utbildning-till-larare_sfs-2021-1335/

SOU 2018:19. Forska tillsammans: Samverkan för lärande och förbättring. Utbild-ningsdepartementet. https://www.regeringen.se/rattsliga-dokument/statens-offentliga-utredningar/2018/03/forska-tillsammans--samverkan-for-larande-och-forbattring/

Regeringsbeslut U2015/3357/S. Uppdrag om samverkan för bästa skola. https://www.regeringen.se/regeringsuppdrag/2015/06/uppdrag-om-samverkan-for-basta-skola/

Walford, G. (2009). The practice of writing ethnographic fieldnotes. Ethnography and Education, 4(2), 117–130. https://doi.org/10.1080/17457820902972713

Ödman, P. (2005). Den hermeneutiska cirkelns gränser: Till validitetsfrågan inom hermeneutiken. I S. Selander & P. Ödman (Red.), Text och existens: Hermeneutik möter samhällsvetenskap (s. 81–117). Daidalos.